English  |  正體中文  |  简体中文  |  Post-Print筆數 : 11 |  Items with full text/Total items : 88987/118697 (75%)
Visitors : 23578038      Online Users : 224
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
Scope Tips:
  • please add "double quotation mark" for query phrases to get precise results
  • please goto advance search for comprehansive author search
  • Adv. Search
    HomeLoginUploadHelpAboutAdminister Goto mobile version
    政大機構典藏 > 商學院 > 資訊管理學系 > 學位論文 >  Item 140.119/35255
    Please use this identifier to cite or link to this item: http://nccur.lib.nccu.edu.tw/handle/140.119/35255


    Title: 高等教育分層在傳統與非同步教學環境對學習成效之影響
    Influence of the Stratification of Higher Education on Students’ Learning Effectiveness by and F2F and ALN Environments
    Authors: 游聖瑾
    Yu, Sheng Chin
    Contributors: 傅豐玲
    Fu, Fong Ling
    游聖瑾
    Yu, Sheng Chin
    Keywords: 學習成效
    非同步線上教學
    學習社群
    Learning effectiveness
    Social Stratification
    Learning Community
    Date: 2006
    Issue Date: 2009-09-18 14:33:50 (UTC+8)
    Abstract: 本研究利用實驗法,控制會影響高等教育課堂學生學習成效因素中的教學者、課程設計和網路教學系統這三個變項,來觀察學校行政和學習環境以及學生個人特性差異對學生學習社群發展和學習成效的影響。以一所國立研究型大學和一所私立技術學院各2班學生為實驗觀察對象。

    研究結果發現:(1) 高等教育的階層化導致兩類型校學生在對學校行政和學習環境的認知以及學生個人特性有顯著差異;(2)在傳統面授和非同步線上教學裡,兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習社群發展」。(3)在傳統面授和非同步線上教學裡,兩類型學校的學生對學校環境認知和個人特性差異的不同影響「學習成效」。(4)在相似的數位環境下,使兩校學生的資訊對稱,即非同步遠距線上教學環境可以削弱學校環境以及個人特性背景對學習成效所造成的影響,拉近優勢與弱勢族群的差距,驗證線上學習系統支援跨校遠距教學可提升學生學習成效。
    Findings indicated that: (1) the categorization of higher education institutions in Taiwan indeed created a “differentiating” effect; (2) Both in traditional classroom settings and an asynchronous online learning environment, recognition of school environment and students’ characteristics do affect how learning communities are formed; (3) In asynchronous online learning, school type does affect how students learn and their learning outcomes; (4) In similar learning environments, an asynchronous online learning environment will lower the impact of the school environment and students’ characteristics on interactive models of learning communities, thereby narrowing the gap between dominant and fringe groups.
    Reference: 參考文獻
    中文文獻
    1. 林寶山(1980)。教學論-理論與方法 。初版。五南書局。
    2. 朱則剛(1996):建構主義對教學設計的意義。教學科技與媒體,26期, 415-20。
    3. 邱政皓(2001)。新編創造力思考測驗:創造環境氣氛量表。國科會科教處整合計畫「創造歷實踐歷程之研究」第二次內部彙整會議「創造力相關量表研討會」會議手冊。台北:學術交流基金會。
    4. 詹盛如(2001)。高等教育類型與功能之探討。教育研究資訊,9(6),99-122。
    5. 李昌雄(2002) 。高等教育如何運用資訊科技來提昇學習應用科學的創造力。國科會整合型計劃總計劃。
    6. 張建成(2002)。批判的教育社會學研究。台北:學富文化。
    7. 游光昭、李大偉(2002)。高等教育的網路化教學之議題與問題: A Delphi study。 師大學報:科學教育類,47(2),127-144。
    8. 教育部(2002)。我國高等教育發展規劃研究專案報告。2004年 4月3日,取自http://www.edu.tw/EDU_WEB/EDU_MGT/E0001/EDUION001/menu01/sub05/01050020b.htm#1-1 。
    9. 教育部(2004)。專科以上學校遠距教學作業規範修正案衝擊影響評估。2004年 4月3日,取自
    http://www.edu.tw/EDU_WEB/EDU_MGT/HIGH/EDU6136001/distancelearning4.doc 。
    10. 詹志禹(2002)。建構論-理論基礎與教育應用 (初版)。正中書局。初版。
    11. 傅豐玲、周逸衡和藍鴻文(2002)。自助式科技對服務接觸影響一以網路教學為例。第三屆產業資訊管理學術暨新興科技實務研討會,台北。
    12. 張建邦(2002)。「狐狸世紀」大學的整併與發展。淡江大學校刊,90。
    13. 戴曉霞(2002)。從依賴和世界體系到全球化:觀點的轉變及其對高等教育的意義。台灣教育社會學研究,第二卷,第一期,頁57-78。
    14. 黃秀慧和許文楷(2003):影響電腦課程教學效果之情境因素探討。國立政治大學「教育與心理研究」,26,595-613。
    15. 高職教育的重整與再出發
    16. 楊朝祥 (2003)。高職教育的重整與再出發。國家政策論壇,第九十二卷,第二期,249-257。
    17. 謝宗穎、姜樹仁(2004)。我國高等教育策略聯盟之探討。技術與職業雙月刊,78。
    18. 陳奎憙(2004)。現代教育社會學 (二版)。師院教育叢書。
    19. 王思峰、李昌雄(2004)。探索學習者「建構行為特質」對線上學習成效的影響。教育與心理研究,27(1)。
    20. 薛承泰(2004) 。教育社會學。2004年2月4日,取自http://ceiba.cc.ntu.edu.tw/U0080/talk01.html。
    21. 陳儒晰(2004)。資訊科技與學校教育的批判教育社會學分析。台北市:國立師範教育研究所博士論文。
    22. 岳修平、蕭芝殷和王郁青(2004)。遠距教學虛擬統籌中心:「台灣區遠距教學交流網」建置。2004年2月4日,取自http://www.ncku.edu.tw/TANET2000/download/paper/C1-4tanetM04.doc
    23. 台灣聯合大學系統(2004)。建置2004年2月4日,取自 http://www.ust.edu.tw/classes/classes2.htm
    24. 中正大學遠距教學問卷調查分析報告(1999)。2004年2月4日,取自 http://dedu.cc.ccu.edu.tw:8888/Distance/admin/report/88_2.doc 。
    25. 中正大學遠距教學問卷調查分析報告(2000)。2004年2月4日,取自 http://dedu.cc.ccu.edu.tw:8888/Distance/admin/report/89_1.doc 。
    26. 數位學習國家型科技計畫(2004)。 2004年2月4日,取自http://elnpweb.ncu.edu.tw/index.htm 。
    英文文獻
    1. Afred, A. and Rovai, P.(2002). A Preliminary look at the structural differences of higher education classroom communities in traditional and ALN courses. JALN, 6(1), 41-56.
    2. Amabile, T. M. (1998). How to Kill Creativity. Harvard Business Review, 76 (5), 77-98.
    3. Amabile, T. M. and Mueller, J. S. (2002). Time Pressure and Creativity in Organizations: A Longitudinal Field Study. HBS Working paper #01-023, Retrieved Jan 6, 2003, from
    http://www.hbs.edu/research/facpubs/workingpapers2/0102/02-073.pdf.
    4. Andriole, S. J. (2000). Requirements-driven ALN course design: development, delivery & evaluation. JALN, 1(2).
    5. Astin, A. W. (1999). Student involvement: A development theory for higher education. Journal of College Student Development .40(5). 518-529.
    6. Biner, P. M. (1993) . The development of an instrument to measure student attitudes toward televised courses .The American Journal of Distance Education, 7(1).
    7. Bodner G. M. (1986). Constructivism - a Theory of Knowledge. Journal of Chemical Education, 63, 873-878.
    8. Bosker, R. J. (1999) . Educational Science and International Assessment Studies. Lisse, The Netherlands: Swets and Zeitlinger Publishers.
    9. Brookover, W., Beady, C., Flood, P., Schweitzer, J., & Wisenbaker, J. (1979). School social systems and student achievement: Schools can make a difference. New York, NY: Praeger.
    10. Brown, J.S., Collins, A. and Duguid, S. (1989). Situated cognition and culture of learning. Educational Research, 18(1), 32-42.
    11. Brown, R.E. (2001). The process of building community in distance learning classes. Journal of Asynchronous Learning Networks, 5(2).
    12. Carbonaro, M., Dawber, T. and Arav, I. (2006). A comparison of students’ performance under full-time, part-time, and online conditions in an undergraduate nursing microbiology course. Journal of Distance Education. 21(1), 51-61.
    13. Cobb, P. and Steffe, L.P.(1983). The constructivist researcher as teacher and model builder. Journal for Research in Mathematics Education, 14(2), 83-94.
    14. Couger, J. D., Higgins, L.F. and McIntyre, S.C. (1993). (Un)Structured Creativity Information Systems Organizations. MIS Quarterly, Dec., 375-397.
    15. Drazin, R., Glynn, M. A. & Kazanjan, R. K. (1999) .Multilevel theorizing about creativity in organizations: A Sensemaking Perspective. Academy of Management Review, 24(2), 286-307.
    16. Dutton, J., Dutton, M. and Perry, J. (2002). How do online students differ from lecture students? JALN, 6(1), 1-20.
    17. Francescato D., Porcelli, R., Mebane, M., Cuddtta, M., Klobas, K. and Renz, P. (2006). Evaluation of the efficacy of collaborative learning in face-to face and computer –supported university contexts. Computer in Human Behavior, 22, 163-176. Retrieved Sep 5, 2006, from
    http://top25.sciencedirect.com/?journal_id=07475632
    18. Fisher, D. J. and Fraser, B. J.(1991) . School climate and teacher professional development. South Pacific Journal of Teacher Education. 19.
    19. Ford, C. M. (2000) .Creative developments in creativity theory. The Academy of Management Review .25(2).284-290.
    20. Geissler, E. and Horridge, P. (1993). University students’ computer knowledge and commitment to learning. Journal of Research on Computing in Education, 25.
    21. Gunawarsena, C. and Zittle, F.(1997). Social presence as a predictor of satisfaction within a computer mediated conferencing environment. American Journal of Distance Education, 11(3), 8-26.
    22. Haythornthwaite, C.(2002). Building social networks via computer networks: creating and sustaining distributed learning communities. In K. A. Renninger & W. Shumar (Eds) Building Virtual Communities : Learning and Change in Cyberspace. Cambridge: Cambridge University press.
    23. Hewitt, J. (2003). How habitual online practices affect the development of asynchronous discussion threads. Journal of Educational Computing Research, 28(1), 31-45.
    24. Hillman, D.C., Willis, D.J., and Gunawardena, C.N. (1994). Learner-interface interaction in distance education: An extension of contemporary models and strategies for practioners. The American Journal of Distance Education, 8(2), 30-42.
    25. Hiltz, S. R., Coppola, N. & Turoff, M.(2000) . Measuring the importance of collaborative learning for the effectiveness of ALN: A multi-measure, multi-method approach. JALN, 4(2). Retrieved May 25, 2005, from
    http://www.aln.org/alnweb/journal/jaln-vol4issue2.htm.2004/4/3.
    26. Hsu, Y. C. and Shiue, Y. M. (2005). The effect of self-directed learning readiness on achievement comparing face-to-face and two-way distance learning instruction. International Journal if Instructional Media, 32(2), 143-156.
    27. Hughes, P. W.(1991).Teachers’ professional development. Melbourne, Australia: Australian Council for Educational Research.
    28. Jiang, M. and Ting, E. (2000). A study of factors influencing students' perceived learning in a web-based course environment. International Journal of Educational Telecommunications, 6(4). Retrieved May 25, 2004, from http://www.aace.org/dl/files/IJET/ijet-06-04-317.pdf .
    29. Jones, S.(2002).The Internet Goes to College: How Students are Living in the future with Today’s Technology. The Pew Internet and American Life Project, Washington, DC.
    30. Kashy, D. A., Albertelli, G., Bauer, W., Kashy, E., & Thoennessen, M. (2003), Influence of non-moderated and moderated discussion site on student success. Journal of Asynchronous Learning Networks, 7(1), 31-36.
    31. Koory, M. A.(2003). Differences in learning outcomes for the online and F2F versions of “An introduction to Shakespeare”. JALN, 7(2), 18-35.
    32. Kuh, G.D. (2002). The national survey of student engagement: Conceptual framework and overview of psychometric properties. Retrieved May 25, 2004, from http://www.iub.edu/html/psychometric-framework-2002.htm .
    33. Lowyck, J. and Poysa, J. (1997). Design of collaborative learning environment. Computer in Human Behavior, 11(3), 8-26.
    34. NSSE Institute (2004).Promoting student success: using student engagement data to improve educational practice, National Survey of Student Engagement Project deep conceptual framework. Retrieved Apr 4, 2004, from http://www.indiana.edu/~nsse/deep/pdf/DEEP_framework.pdf .
    35. O’Donoghue, J., Singh, G. and Dorward, L. (2001). Virtual education in universities: a technological imperative. British Journal of Educational Technology, 32(5), 511-523.
    36. Official XOOPS Website - Powered by You! Available: http://www.xoops.org/ .
    37. Parker, D. and Gemino, A. (2001). Inside online learning: Comparing conceptual and technique learning performance in place-based and ALN formats. Journal of Asynchronous Learning Networks, 5(2), 64-74. Retrieved May. 4. 2004, from http://www.aln.org/alnweb/journal/Vol5_issue2/Parker/ParkerGemino.htm.
    38. Porter, M. E. (1998). The Competitive of Nations, New York, The free Press.
    39. Reich, R. (2004). Higher education ‘market’ warning,” BBC NEWS. Retrieved March, 24. 2004, from http://news.bbc.co.uk/go/pr/fr/-/1/hi/education/3564531.stm .
    40. Rheinggold, H. (1993). Virtual community: homesteading on electronic frontier. Addison-Wesley.
    41. Phipps, R. and Merisotis, J. (1999).What’s the difference? A review of contemporary research on the effectiveness of distance learning in higher education. A report from the Institute for Higher Education Policy. Retrieved March 2, 2004, from http://www.ihep.com/Pubs/PDF/Difference.pdf .
    42. Picciano, A.G. (2002). Beyond student perceptions: Issues of interaction, presence, and performance in an online course. Journal of Asynchronous Learning Networks, 6(1). 21-40.
    43. Robey, D., Khoo, H. M., Powers, C. (2000). Situated learning in cross-functional virtual teams. IEEE Transactions on Professional Communication, 43(1), 51-66.
    44. Rovai, A. P. (2002). Building sense of community at a distance. International Review of Research in Open and Distance Learning, 3(1).
    45. Rovai, A. P. and Barnum, K. T. (2003). On-line course effectiveness: An analysis of student interactions and perceptions of learning. Journal of Distance Educaiton, 18(1), 57-73.
    46. Rovai, A. P. and Jordan, H. M. (2004). Blended learning and sense of community: A comparative analysis with traditional and fully online graduate courses. International Review of Research in Open and Distance Learning, 5(2). Retrieved March 2, 2004, from
    http://www.irrodl.org/index.php/irrodl/article/view/192/274 .
    47. Shea, P., Pickett, A., and Pelz, W. (2003). A Follow-up Investigation of Teaching Presence in the SUNY Learning Network. The Journal of Asynchronous Learning Networks, 7(2), 61-80.
    48. Simon, M. A. (1995). Reconstructing mathematics pedagogy from a constructivist perspective. Journal for Research in Mathematics Education, 26, 114-145.
    49. Smith, R.O. (2003). Learning in virtual teams: A summary of current literature. Retrieved March 2, 2004, from http://www.msu.edu/~smithre9/Project12.htm .
    50. Swan, K. (2004).Relationships Between Interactions and Learning in Online Environments. Retrieved Oct. 24.2004, from www.sloan-c.org/publications/books/interactions.pdf .
    51. Valenta, A., Therriault, D., Dieter, M. and Mrtek, R. (2001). Identifying student attitudes and learning styles in distance education. JALN, 5(2).
    52. Wentling, T. L. Waight, C. Gallaher, J. Fleur, J. L. Wang C. and Kanfer A.(2000), E-learning – A review of Literature, Available: http://learning.ncsa.uiuc.edu/papers/elearnlit.pdf.
    53. Wheatyley, G.H.(1991). Constuctivist perspectives on science and mathematics learning. Science Education, 75, 9-21.
    54. Woodman, R.W., Sawyer, J. E., and Griffin, R.W. (1993). Toward a theory of organizational creativity. Academy of Management Review, 18(2), 293-321.
    Description: 博士
    國立政治大學
    資訊管理研究所
    88356506
    95
    Source URI: http://thesis.lib.nccu.edu.tw/record/#G0883565061
    Data Type: thesis
    Appears in Collections:[資訊管理學系] 學位論文

    Files in This Item:

    File Description SizeFormat
    56506101.pdf47KbAdobe PDF797View/Open
    56506102.pdf74KbAdobe PDF735View/Open
    56506103.pdf66KbAdobe PDF836View/Open
    56506104.pdf71KbAdobe PDF830View/Open
    56506105.pdf166KbAdobe PDF918View/Open
    56506106.pdf207KbAdobe PDF990View/Open
    56506107.pdf202KbAdobe PDF1135View/Open
    56506108.pdf275KbAdobe PDF953View/Open
    56506109.pdf147KbAdobe PDF907View/Open
    56506110.pdf110KbAdobe PDF1284View/Open
    56506111.pdf175KbAdobe PDF809View/Open


    All items in 政大典藏 are protected by copyright, with all rights reserved.


    社群 sharing

    著作權政策宣告
    1.本網站之數位內容為國立政治大學所收錄之機構典藏,無償提供學術研究與公眾教育等公益性使用,惟仍請適度,合理使用本網站之內容,以尊重著作權人之權益。商業上之利用,則請先取得著作權人之授權。
    2.本網站之製作,已盡力防止侵害著作權人之權益,如仍發現本網站之數位內容有侵害著作權人權益情事者,請權利人通知本網站維護人員(nccur@nccu.edu.tw),維護人員將立即採取移除該數位著作等補救措施。
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - Feedback